Factors That Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers' Practices in Physical Education: A Qualitative Study
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| Title: | Factors That Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers' Practices in Physical Education: A Qualitative Study |
|---|---|
| Language: | English |
| Authors: | Truelove, Stephanie, Bruijns, Brianne A., Johnson, Andrew M., Burke, Shauna M., Tucker, Patricia |
| Source: | Canadian Journal of Education. 2021 44(1):202-231. |
| Availability: | Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Physical Education, General Education, Physical Education Teachers, Elementary School Teachers, Teacher Attitudes, Barriers, Self Efficacy, Time, Educational Facilities, Equipment, Knowledge Level, Teacher Education, Specialists, Faculty Development, Technology Uses in Education, Beliefs |
| Geographic Terms: | Canada |
| ISSN: | 1918-5979 |
| Abstract: | Interviews were conducted with 16 elementary school teachers across Canada (eight generalists and eight physical education [PE] specialists) to explore their experiences when instructing PE. Questions were phrased to encourage exploration of the perspectives of generalists and specialists, with a particular focus on teaching philosophy, barriers faced while instructing PE, facilitators and resources that enhance PE instruction, and the teachers' self-efficacy when teaching PE. Generalists noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and technology use positively supported their teaching practices. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1291313 |
| Database: | ERIC |
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